Item Specifications - Social Studies - World History - Grades 6-8

Grades 6–8

World History

Item Specifications

Table of Contents

Introduction............................................................................................................................. ........................................................3

Tools of Social Science Inquiry.........................................................................................................................................................6

History: Continuity and Change.............................................................................................................................................6

Government Systems and Principles...................................................................................................................................12

Geographic Study.................................................................................................................................................................13

Economic Concepts..............................................................................................................................................................16

People, Groups, and Cultures..............................................................................................................................................17

World History.................................................................................................................................................................................19

History: Continuity and Change...........................................................................................................................................19

Government Systems and Principles...................................................................................................................................27

Geographic Study.................................................................................................................................................................36

Economic Concepts..............................................................................................................................................................43

People, Groups, and Cultures..............................................................................................................................................49

Introduction

In 2014 Missouri legislators passed House Bill 1490, mandating the development of the Missouri Learning Expectations. In

April of 2016, these Missouri Learning Expectations were adopted by the State Board of Education. Groups of Missouri

educators from across the state collaborated to create the documents necessary to support the implementation of these

expectations.

One of the documents developed is the item specification document, which includes all Missouri grade level/course

expectations arranged by domains/strands. It defines what could be measured on a variety of assessments. The document

serves as the foundation of the assessment development process.

Although teachers may use this document to provide clarity to the expectations, these specifications are intended for

summative, benchmark, and large-scale assessment purposes.

Components of the item specifications include:

Expectation Unwrapped breaks down a list of clearly delineated content and skills the students are expected to know and be able to do upon mastery of the Expectation.

Depth of Knowledge (DOK) Ceiling indicates the highest level of cognitive complexity that would typically be assessed on a large scale assessment. The DOK ceiling is not intended to limit the complexity one might reach in classroom instruction.

Item Format indicates the types of test questions used in large scale assessment. For each expectation, the item format specifies the type best suited for that particular expectation.

Content Limits/Assessment Boundaries are parameters that item writers should consider when developing a large scale assessment. For example, some expectations should not be assessed on a large scale assessment but are better suited for local assessment.

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Sample stems are examples that address the specific elements of each expectation and address varying DOK levels. The sample stems provided in this document are in no way intended to limit the depth and breadth of possible item stems. The expectation should be assessed in a variety of ways.

Stimulus Materials defines types of stimulus materials that can be used in the item stems.

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Theme

Strand

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Tools of Social Science Inquiry In order to investigate and draw conclusions about the past, students need to think critically about information as well as evaluate multiple sources of evidence. The following steps of inquiry outline ways of thinking that apply to the study of social studies rather than content to be learned. As part of this process, instruction should apply disciplinary tools as well as use these processes to answer questions and solve problems. Ask questions (Why? Why there? Why then? What’s the impact of? What’s the real story of? What’s the significance of?) Develop compelling questions and research the past. Anticipate and utilize the most useful sources to address their questions. Develop and test claims and counter-claims to address their questions. Take informed action based on their learning.

History: Continuity and Change (World History prior to c. 1450)

Create and use tools to analyze a chronological sequence of related events in world history.

Expectation Unwrapped

Students will use or create various types of timelines, diagrams, and primary sources to analyze events in world history. This could include placing events in their chronological order and/or using primary source material to identify cause-and-effect relationships between related events.

DOK Ceiling 3

Item Format Selected Response Constructed Response Technology Enhanced

Content Limits/Assessment Boundaries

Content may include but is not limited to:

chronology and/or cause-and-effect relationships related to major events in world history prior to 1450, including the civilizations of Greece, Rome, China, Mesopotamia, Egypt, Indus River Valley, Africa, and South America

Assessment must include a prompt, and tools should focus on big ideas.

Sample Stems

Stimulus Materials

Primary and/or secondary sources in print and/or electronic format, such as maps, timelines, historical documents, visuals, charts, graphs, diagrams, databases, policy statements, government documents, speeches, and/or oral histories

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Strand

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History: Continuity and Change (World History prior to c. 1450)

Explain connections between historical context and peoples’ perspectives at the time in world history.


With teacher assistance, the student will select and investigate a historical event/issue and perspectives of people of that time. The student will explain people’s perspectives and how they changed over time in relation to historical events, ideas, geography, and technological advances.

DOK Ceiling 3



Content may include, but is not limited to, people’s perspectives on issues such as:

military conquests

slavery

gender roles in society

religion

government

Sample Stems

Stimulus Materials


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Theme

Strand

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History: Continuity and Change (World History prior to c. 1450) With assistance, develop a research plan, identify appropriate resources for investigating social studies topics and create a research product which applies an aspect of world history prior to c.1450 to a contemporary issue.


With assistance throughout the process: The student will identify an aspect of world history to compare to a contemporary issue. The student will then hypothesize how that historical issue is related to the contemporary issue. The student will gather and cite evidence to support the hypothesis of how the issues are connected. This could address political, environmental, socioeconomic, and/or cultural issues.

DOK Ceiling 3

Item Format Selected Response Technology Enhanced


Topics may include, but are not limited to:

irrigation of crops, roles in society, laws and individual rights, the dissemination of ideas, changing gender roles and gender identity, transition or succession of power, role of the arts in supporting or challenging politics; religion; social order; environmental destruction; military tactics and weaponry, etc.

Suggested assessment includes, but is not limited to:

Students selecting appropriate resources from a variety of provided resources, given a specific topic

Students completing a provided outline or graphic organizer over a research plan

In a classroom setting, students selecting from a variety of products, choosing which is most appropriate for their final product, such as a shadow box, a model, a poster, a website, a written report, etc.

Sample Stems

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Theme

Strand

MLS


History: Continuity and Change (World History prior to c. 1450) Using an inquiry lens, develop compelling questions about world history prior to c. 1450, to determine helpful resources and consider multiple points of view represented in the resources.


The student will demonstrate curiosity by developing a compelling (open-ended question with no one right answer and of high interest to students) question regarding world history prior to c. 1450. To do this, the student will identify, gather, and cite appropriate resources that include multiple points of view to investigate the question.

DOK Ceiling 3



Examples of compelling questions may include, but are not be limited to, questions, such as:

Why do different people see the same situation differently?

What role did religion play in the development of Rome?

How does the role of religion in ancient China and compare with that of ancient India?

Assessment should occur in the context of unit content, not as a separate assessment divorced from meaningful content.

Sample Stems

Stimulus Materials


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Theme

Strand

MLS

Tools of Social Science Inquiry In order to investigate and draw conclusions about the past, students need to think critically about information as well as evaluate multiple sources of evidence. The following steps of inquiry outline ways of thinking that apply to the study of social studies rather than content to be learned. As part of this process, instruction should apply disciplinary tools as well as use these processes to answer questions and solve problems. Ask questions (Why? Why there? Why then? What’s the impact of? What’s the real story of? What’s the significance of?) Develop compelling questions and research the past. Anticipate and utilize the most useful sources to address their questions. Develop and test claims and counter-claims to address their questions.

Take informed action based on their learning. History: Continuity and Change (World History prior to c. 1450) Analyze the causes and consequences of a specific problem in world history prior to c. 1450 as well as the challenges and opportunities faced by those trying to address the problem.


Considering a specific world-history issue prior to c. 1450, the student will identify causes and consequences, and note contradictions and emerging patterns. The student will also analyze obstacles and opportunities encountered by those trying to address the problem(s). Those attempting to address the problem may include, but are not limited to: governments and/or their agencies, individuals, private groups, etc.

DOK Ceiling 3



Examples may include, but are not limited to:

How to find a faster trade route to India from Europe?

How to defend against technologically superior civilizations?

How to build a monument that will last for centuries?

Sample Stems

Stimulus Materials


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Strand

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Government Systems and Principles (World History prior to c. 1450) Analyze laws, policies, and processes to determine how governmental systems affect individuals and groups in society in world history prior to c.1450.


The student will define and distinguish among governmental systems and their resulting laws, policies, and processes. Then, using a world history (prior to c. 1450) perspective, the student will investigate an issue and determine at least two laws, two policies, and two processes associated with the issue. The student will define and distinguish between groups and society. The student will then draw conclusions, citing appropriate evidence, as to how government decisions impact individuals and groups.

DOK Ceiling 3



Content for assessment may include, but is not limited to, analyzing how the following documents impacted individuals:

Vedas, c. 600 BCE

Torah, Pentateuch

Code of Hammurabi, 1754 BCE

Twelve Tables of Rome, 451 BCE

Magna Carta, AD. 1215

Sample Stems

Stimulus Materials


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Theme

Strand

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Geographic Study (World History prior to c. 1450) Create and use maps and other graphic representations in order to explain relationships and reveal patterns or trends in world history prior to c.1450.


The student will define and differentiate purpose(s) among various maps and graphic representations. The student will also define and differentiate between patterns and trends. The student will create and use maps and other graphic representations to determine and assess emerging patterns and/or trends over time. The student will use the identified patterns and/or trends to explain the relationship/topic of study.

DOK Ceiling 3

Item Format

Selected Response Constructed Response Technology Enhanced


Examples may include, but are not limited to, creating (with a stimulus) or using maps of:

Jewish Diaspora across various empires

Expansion of Christianity and the Roman Empire

Spread of Islam and cultural exchanges

Cultural diffusion and the Silk Road

Trade routes and the spread of the Bubonic Plague

Pangea and the dispersion of indigenous peoples

Sample Stems

Stimulus Materials Primary and/or secondary sources in print and/or electronic format, such as maps, timelines, historical documents, visuals, charts, graphs, diagrams, databases, policy statements, government documents, speeches, and/or oral histories

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Strand

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Geographic Study (World History prior to c. 1450)

Describe the impact of human settlement activities on the environmental and cultural characteristics of world regions prior to c. 1450.


The student will describe the impact of human settlement activities (such as finding shelter, food, and water) on the environmental and cultural characteristics (e.g., clothing, music, art, and religion) of world regions prior to c. 1450.

DOK Ceiling 3



Content may include, but is not limited to, describing human settlement activities and how they impact the environment and culture:

growing crops (types of crops, soil erosion, irrigation systems)

domesticating animals (types of animals led to types of clothing, food, etc.)

creating irrigation systems (could alter transportation, rivers could be changed, etc.)

building of roads (controlled human migration patterns, trade, travel)

Sample Stems

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Geographic Study (World History prior to c. 1450)

Locate major cities of the world and key world nations- the world’s continents, and oceans- and major topographical features of the world.


The student will locate major cities of the world and key world nations, the world’s continents and oceans, and major topographical features (e.g., mountains, bodies of water) of the world prior to c. 1450.

DOK Ceiling 1

Item Format Selected Response Technology Enhanced


Content may include, but is not limited to:

Cities of Rome, Athens, Paris, London, Constantinople, Jerusalem, Cairo

Nations of the ancient world

Nile River, Amazon River, Tigris River, Euphrates River, Indus River, Yellow River, etc.

Sample Stems

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Strand

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Economic Concepts (World History prior to c. 1450) Using a world history lens, examine the opportunity costs and benefits of economic decisions on society as a whole as well as on individuals prior to c. 1450.


The student will use a world-history lens to examine the opportunity costs (the loss of potential gain from other alternatives when one alternative is chosen) and benefits (an advantage or profit gained from something) of economic decisions for society as a whole as well as on individuals prior to c. 1450.

DOK Ceiling 3



Costs should be considered in terms of more than just economic (e.g., loss of life, health, or freedom). Benefits could be options, self-rule, and advancement in society and/or freedom. Content may include but is not limited to:

Expanding trade routes

Conquering other societies, civilizations, tribes, and/or cities and countries

Spreading religion

Building monuments such as the Great Pyramid

Sample Stems

Stimulus Materials

Primary and/or secondary sources in print and/or electronic format, such as maps, artifacts (e.g., ancient coins, beads, and shells used for trading), timelines, historical documents, visuals, charts, graphs, diagrams, databases, policy statements, government documents, speeches, and/or oral histories

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Theme

Strand

MLS


People, Groups, and Cultures (World History prior to c. 1450)

Using a world history lens, describe how peoples’ perspectives shaped the sources/artifacts they created.


The student will define and describe sources, artifacts, and perspective. Then, the student will investigate an example of material culture to interpret a people’s point of view. From this, the student will draw conclusions about material culture as it relates to human perspectives.

DOK Ceiling 3




People’s perspective was influenced by social stratification, geography, climate, religion, government, and economics, etc.

Sources/artifacts created include jewelry, art, cooking utensils, tools, pottery, religious symbols, clothing, etc.

Sample Stems

Stimulus Materials

Primary and/or secondary sources in print and/or electronic format, such as music/art/writings, artifacts, maps, timelines, historical documents, visuals, charts, graphs, diagrams, databases, policy statements, government documents, speeches, and/or oral histories

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Theme

Strand

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People, Groups and Cultures (World History prior to c. 1450)

Using a world history lens, examine the origins and impact of social structures and stratification on societies and relationships between peoples.


The student will define and describe the terms social structures and stratification. Then, the student will use a world history lens to examine the origins and impact of social structures and stratification (the state of being divided into social classes) on societies and relationships between peoples.

DOK Ceiling 3




Priests

Royalty

Caste system

Feudal system

Slaves, servants, indentured servants

Gender roles

Age roles

Sample Stems

Stimulus Materials


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Theme Early Civilizations The study of ancient civilizations focuses on how agrarian societies developed into civilizations. An emphasis is on the four great river valley civilizations of Mesopotamia, Egypt, the Indus River Valley (Harappa) and China. Students will also examine the timing and impact of agricultural revolution in the Americas. Students will understand how the geographic commonalities of these regions led to the development of civilizations, the traits of civilizations, and the economic, social, political, artistic, and religious features of each culture. The legacies of these civilizations can be used to help us understand these regions today.

Strand History: Continuity and Change (World History prior to c. 1450)

MLS Explain the causes and results of the Agricultural Revolution in relation to the development of new and more complex societies Asia, Africa, and the Americas.


The student will define and describe the terms Agricultural Revolution and complex society. The student will explain the causes of the Agricultural Revolution and its effects on the development of new and more complex societies in Asia, Africa, and the Americas.

DOK Ceiling 3



Content could include, but is not limited to, the causes and effects of:

Animal domestication

Propagation of crops

Water systems

Government and law

Development of towns and cities

Permanent housing

Roles of men, women, and children

Sample Stems

Stimulus Materials


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MLS Analyze the role early civilizations had in shaping concepts of government, law, and social order.


The student will define and describe the terms government, law, and social order. Within the context of two or more early civilizations, the student will analyze the role each early civilization had in shaping concepts of government, law, and social order. The student will provide specific examples of the type of government, the related laws, and social order.

DOK Ceiling 3



Content could include, but is not limited to, the development of:

Settlements, towns, city-states, and cities

Government and its laws

Permanent housing


Sample Stems

Stimulus Materials


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Theme Classical Civilizations The study of classical civilizations focuses on how systems of government and philosophy impact the development and interactions of societies. The emphasis is on Greece, Rome, and China which laid the foundation for future cultural, scientific, and technological advancements. Trade patterns became powerful agents of cultural diffusion within, and among, societies. Students will understand the role of individuals within family units, within social structures, and within religious institutions. Further, students will understand the role of individuals within governments, the emergence of new governmental systems, and their influence on today’s society.


MLS Analyze the rise and fall of classical civilizations to determine their significance to future societies.


The student will define, describe, and provide examples of classical civilizations. The student will also examine the factors that contributed to the rise and fall of each classical civilization. Then, with justification, the student will define their legacies. Finally, the student will determine the significant contributions of classical civilizations and those utilized by future societies.

DOK Ceiling 3




Greece legacy and foundation for democracy, medicine, architecture, culture, etc.

Roman contributions to the republican form of government; engineering; architecture; etc.

Mathematical contributions of Egypt, Islamic scholars, and Greeks

China’s and India’s contributions to technology and science

Sample Stems

Stimulus Materials


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MLS Trace the impact of conflicts, competition, and cooperation within and among classical civilizations.


The student will define and provide specific examples of conflict, competition, and cooperation, as each relates to the connections among classical civilizations. The student will examine and compare the positive and negative effects of conflicts, competition, and cooperation within and among classical civilizations.

DOK Ceiling 3



Content may include, but is not limited to, interactions between and among:

Greece and Rome

Alexander the Great and Persians and/or Egyptians

Maya, Incas, and Aztecs

Europeans and East Asians (Japan and/or China) and/or Indians

Jews, Christians, and Muslims

Sample Stems

Stimulus Materials


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Theme Middle Ages The study of the post classical period focuses on an interconnected exchange among regions. The emphasis is on the fragmentation of societies resulting from the collapse of empires in Europe, Asia, Africa and the Americas. New governmental, social, and religious institutions developed during this period. Empires established in both hemispheres expanded through trade and military conquest. After considering these developments, students will explore and have an understanding of the impact this time period has on the world today.


MLS Compare how the collapse of government and resulting instability led to the development of feudal kingdoms in Europe and Japan.


The student will define and describe feudalism. With a focus on the factors of instability during the fall of Rome and early Japan, the student will compare and contrast the development of feudalism as a system of political organization in both Europe and Japan.

DOK Ceiling 3



Content may include, but is not limited to, comparing:

Collapse of empires in Japan and Europe

Rise of kingdoms and shogunates

Rise of societal hierarchy (power structure)

Impact of religious structures and religious tenets on the political system

Content limit: This assessment should focus on feudalism in Europe and Japan.

Sample Stems

Stimulus Materials


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MLS Explain the origins and significance of the expansion of the Muslim and Mongol rule in Europe, Asia and Africa.


The student will examine and define the origins and development of Muslim and Mongol control in Europe, Asia, and Africa. The student will explain the significance of the expansion of the Muslim and Mongol transcontinental empires affecting trade, religion, technology, and economies throughout Europe, Asia, and Africa.

DOK Ceiling 2




Mongol rule in Asia

Genghis Khan and his role in China

Ottoman Empire

Spread of Islam throughout the Middle East and into Africa

Sample Stems

Stimulus Materials


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MLS Analyze how the Crusades and Black Death affected existing societies in Europe, Asia and Africa.


Students will define and describe the terms Crusades and Black Death. Students will be able to analyze the impact of the Crusades and Black Death on societies in Europe, Asia, and Africa. Students will analyze the connection between the Crusades and Black Death and the resulting changes these events brought to societies in Europe, Asia, and Africa.

DOK Ceiling 3




Crusades

Trade developing from the Crusades

How trade/travel led to the spread of the bubonic plague

Population changes due to the Crusades and the Black Death

Impact of population loss on culture and society

The emergence of the Renaissance

Sample Stems

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MLS Analyze the cultures of civilizations in Sub-Saharan Africa, Mesoamerica, and Andean South America.


The student will investigate various ancient cultures (e.g., Kush, Nubian, Aksum, Ethiopian, Aztec, Maya, and/or Incan) in order to build general understanding of each. Then, the student will analyze the continuity and change of civilizations (through c. 1450) in sub-Saharan Africa (Kush, Nubian, Aksum, Ethiopian), Mesoamerica (Aztec, Maya), and Andean South America (Inca).

DOK Ceiling 3



Content may include, but is not limited to, the following for each of the civilizations:

Government

Religion

Family structure


Social Stratification

Economics

Military occupations

Sample Stems

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Strand Governmental Systems and Principles (World History prior to c. 1450)

MLS Explain the origins, functions, and structure of monarchies, theocracies, city states, empires and dynasties.


The student will explain purposes of different government systems. The student will focus on the development, purpose, and structure of monarchies (rule by one ruler, such as a king), theocracies (rule by religious leader), city-states (a state that has its own government and consists of a city and the area around it), empires (group of countries or regions that are controlled by one ruler or one government) and dynasties (families of rulers who rule over a country for a long period of time).

DOK Ceiling 3



This is an introduction to these terms and concepts. Content may include, but is not limited to, explaining the development, purpose, and structure of:

Monarchies (e.g., Mesopotamia, early Greece, etc.)

Theocracies (e.g., ancient Egypt)

City-states (e.g., Mesopotamia, early Greece, etc.)

Empires (e.g., Alexander the Great, ancient Rome, etc.)

Dynasties (e.g., ancient China, etc.)

Sample Stems

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MLS Distinguish the powers and responsibilities of subjects and political leaders in monarchies, theocracies, city-states, and empires.


The student will define and explain the terms subjects, powers, and responsibilities. The student will differentiate between the powers (the ability to influence decision making) and responsibilities (duties or tasks that a person is required or expected to do) of political subjects and leaders. Focus will be on the roles of leaders and subjects in the following types of governments: monarchies (rule by one ruler such as a king), theocracies (rule by religious leader), city-states (a state that has its own government and consists of a city and the area around it), and empires (group of countries or regions that are controlled by one ruler or one government).

DOK Ceiling 3



The standard is focusing on the difference between the roles of the leader and the roles of the subjects in each form of the governments listed. Examples may include (but are not limited to) the differences between:

King and peasant

Pharaoh and farmer

Priests and emperor

Governor and citizen

Sample Stems

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Theme Early Civilization The study of ancient civilizations focuses on how agrarian societies developed into civilizations. An emphasis is on the four great river valley civilizations of Mesopotamia, Egypt, the Indus River Valley (Harappa) and China. Students will also examine the timing and impact of agricultural revolution in the Americas. Students will understand how the geographic commonalities of these regions led to the development of civilizations, the traits of civilizations, and the economic, social, political, artistic, and religious features of each culture. The legacies of these civilizations can be used to help us understand these regions today.


MLS Explain how the codification of law impacted early civilizations.


The student will define and explain the term codification of law. The student will investigate two or more ancient civilizations, focusing on the role of written laws within each civilization. Using specific examples, the student will explain how the codification of law (collecting and recording laws into one source) influenced early civilizations.

DOK Ceiling 3



Content may include, but is not limited to, the explaining how the following law codes influenced early civilizations:

Vedas

Ten Commandments

Code of Hammurabi

Torah

Sample Stems

Stimulus Materials


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MLS Explain the origins, functions, and structure of governmental systems within classical civilizations.


The student will define and explain the terms governmental systems and classical civilizations. The student will examine why different government systems began. Then, the student will investigate the purpose and structure of government systems in ancient Athens (direct-democracy) and ancient Rome (republic). Finally, the student will explain how the founding, functions, and structure of governmental systems within ancient Athens and ancient Rome are related.

DOK Ceiling 3



Content may include, but is not limited to, the explanation of the development, purpose, and structure of:

Democracy in Athens

Republic in Rome

Sample Stems

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MLS Analyze direct democracy and representative democracy in order to apply the concepts of majority rule, minority rights and civic duty.


The student will define and explain the terms direct democracy, representative democracy, majority rule, minority rights, and civic duty. The student will compare and contrast direct democracy and representative democracy. The student will analyze direct democracy (decisions made by citizens) and representative democracy (voting for representatives who make decisions) in order to apply the concepts of majority rule (the principle that the greater number should exercise greater power), minority rights (individual rights of anyone who is not part of a majority decision) and civic duty (action or responsibility expected of every member of a society).

DOK Ceiling 3



Content may include, but is not limited to, analyzing democratic scenarios such as:

Women’s, children’s, and slaves’ rights in ancient Greece and ancient Rome

Men’s role in ancient Greece and ancient Rome

Citizenship qualifications in ancient Greece and ancient Rome

Sample Stems

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MLS Explain how the rule of law developed from a written code of laws as well as concepts of separation of powers and checks and balances.


The student will define and explain the terms rule of law, separation of powers, and checks and balances. The student will explain how the rule of law (the restriction of the exercise of power by using well-defined and established laws) developed from written codes of law. The student will also explain how separation of powers (an act of vesting the legislative, executive, and judicial powers of government in separate bodies) and checks and balances (ability of the branches of government to limit the powers of the others) developed from a written code of law.

DOK Ceiling 3



Content may include, but is not limited to, the explanation of:

How written laws, separate branches of government, and the ability of those branches to keep power balanced developed into rule of law.

Comparing the structures of classical government systems to structures of modern systems of government

Sample Stems

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Theme Middle Ages- Regional Interconnectedness and Conflict The study of the post classical period focuses on an interconnected exchange among regions. The emphasis is on the fragmentation of societies resulting from the collapse of empires in Europe, Asia, Africa and the Americas. New governmental, social, and religious institutions developed during this period. Empires established in both hemispheres expanded through trade and military conquest. After considering these developments, students will explore and have an understanding of the impact this time period has on the world today.


MLS Explain the origins, functions, and structure of governmental systems within civilizations.


The student will define and apply the terms governmental systems and civilizations. The student will investigate and explain why different government systems developed during the Middle Ages. The student will focus on the development, purpose, and structure of government systems during the Middle Ages (e.g., monarchies, feudalism, theocracies, and empires).

DOK Ceiling 3



Content may include, but is not limited to, the explanation of the development, purpose, and structure of:

Monarchy

Feudalism

Theocracy

Empires

Sample Stems

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MLS Explain how the rule of law is further developed by the Magna Carta, and other documents including limited government and due process.


The student will define and explain the terms rule of law, Magna Carta, limited government, and due process. The student will investigate the historical context of the creation of the Magna Carta. Then, the student will explain how the rule of law (the restriction of the exercise of power by using well-defined and established laws), limited government (a system in which the primary leaders have very little governing powers over the decisions and laws that are created without approval from other branches or leaders within the government), and due process (the principle that an individual cannot be deprived of life, liberty, or property without appropriate legal procedures and safeguards) were further developed by the Magna Carta, and other documents.

DOK Ceiling 3




Comparing individual rights before and after the Magna Carta

Examine how the Magna Carta restricted the power of government

Assessment limits: Include a prompt, specifically about the Magna Carta.

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MLS Analyze the conflict and cooperation between religions and the states to determine their impact on people and societies.


The student will investigate conflict and cooperation among belief systems (e.g., Judaism, Christianity, Islam, polytheistic beliefs), as well as between belief systems and established states of the Middle Ages. The student will analyze the relationship between religious institutions and the states (nations, countries, territories) to determine their impact on people and societies.

DOK Ceiling 3



Content may include, but is not limited to, analyzing:

Belief systems: Judaism, Christianity, Islam, Buddhism, Confucianism, Taoism

Role the Church had on society in Europe and on exploration

Role Islam played in the Middle East and Africa

The role the Mandate of Heaven had on government

How the Crusades changed society

Sample Stems

Stimulus Materials

Primary and/or secondary sources in print and/or electronic format, such as music/art/writings, artifacts, maps, timelines, historical documents, visuals, charts, graphs, diagrams, databases, policy statements, government documents, speeches, and/or oral histories.

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Strand Geographical Study (World History prior to c. 1450)

MLS Describe how physical characteristics of river valleys supported permanent settlements and the rise of early civilizations. Expectation Unwrapped

The student will investigate the physical characteristics of river valleys to understand the benefits and challenges of various topographic and environmental features on human settlements. The student will draw conclusions as to how different geographic features of river valleys (climate, vegetation, geography, and topography) supported or deterred permanent settlements and the rise of early civilizations.

DOK Ceiling 3



Content may include, but is not limited to, early civilizations and physical characteristics in the following river valleys:

Tigris and Euphrates Rivers

Nile River

Indus River

Yellow River

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MLS Analyze the cultural characteristics of civilizations to explain how they are similar and different.


The student will define the term civilization. The student will then identify and define cultural characteristics as they pertain to civilizations. Using two or more early civilizations, the student will compare and contrast cultural characteristics (language, religion, cuisine, social habits, music and arts) of early civilizations to better understand how they are similar and unique.

DOK Ceiling 3



Content may include, but is not limited to, examining the cultural characteristics of early civilizations in the following river valleys:


Nile River

Indus River

Yellow River

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Grades 6-8 World History World History 6-8.WH.2.G.C



MLS Explain how various characteristics of civilizations are connected to identities and cultures.


The student will define and explain the terms civilizations, identities, and cultures. The student will investigate two or more civilizations, focusing on the role of identity and culture. Then, the student will explain how various characteristics of civilizations (cities, government, religion, social structure, writing, art, etc.) are connected to identities and cultures.

DOK Ceiling 3



Content may include, but is not limited to, examining the cultural characteristics of early civilizations in the following river valleys:


Nile River

Indus River

Yellow River

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MLS Explain the significance of physical geography to the development of classical civilizations.


The student will define and provide examples of the terms physical geography and classical civilizations. Within the context of selected classical civilizations, the student will explain the significance of physical geography to the development of the selected classical civilizations (ancient Greece, ancient Rome, and ancient China).

DOK Ceiling 3



Content may include, but is not limited to, the use of maps to explain the geography of:

Ancient Greece

Ancient Rome

Ancient China

Assessment boundary: Assessment of this standard should include a prompt.

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MLS Identify the effect of natural forces upon human activities.


The student will define and explain the terms natural forces and human activities. The student will investigate at least one classical civilization and the consequences of a natural force upon human activities. The student will summarize the effect of natural forces upon human activities.

DOK Ceiling 3



Content may include, but is not limited to, the effects of the following on human activities during the classical civilization period:

Flooding

Volcanoes

Drought

Climate

Tsunamis

Earthquakes

Erosion and soil depletion

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MLS Explain how the spread of cultural patterns and economic decisions shape and are shaped by environments.


The student will define and provide examples of the terms cultural patterns and economic decisions. The student investigate at least one historical example of cultural diffusion and explain how the spread of cultural patterns helped shape and was shaped by the environment. Finally, the students will explain how economic decisions helped to shape and were shaped by the environment.

DOK Ceiling 3




The Silk Road

Trade routes

Shipping

Architecture

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MLS Explain how physical geographic characteristics influence human identities and cultures.


The student will define and describe the terms physical geographic characteristics, human identities, and cultures. The student will investigate at least one settlement or civilization and the role of geography in the development of the settlement/civilization. Then, the student will draw conclusions about the influence of geography upon human identity and culture.

DOK Ceiling 3



Content may include, but is not limited to, examining how aspects of different cultures were shaped by the environment:

Housing

Occupations

Language

Artwork

Clothing

Tools

Instruments

Food

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Strand Economic Concepts (World History prior to c. 1450)

MLS Using a world history lens, explain how the concept of economic surplus led to trade and the emergence of specialized labor.


The student will define and apply the terms economic surplus, trade, and specialized labor. Focusing on trade and specialization, the student will investigate at least one civilization. Then, the student will explain how economic surplus (something that remains above what is used or needed) led to trade and the emergence of specialized labor (such as making pottery, weaving, growing crops).

DOK Ceiling 3




Increased demand as specialized products improved in quality

Excess supply allowing civilizations to trade with one another

Assessment boundaries: Focus on the early river-valley civilizations.

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Grades 6-8 World History World History 6-8.WH.2.EC.B



MLS Explain how standardization affects the early stability of a society.


The student will define and explain the term standardization. Focusing on economic standardization, the student will investigate an early civilization and draw conclusions as to how standardization (such as currency, weights, and measures) affects the early stability (ability to remain unchanged over time) of a society.

DOK Ceiling 3




Standardized currency, weights, and measures for trade

Standard currency for wages and labor

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MLS Describe trade patterns and how they influence the movement of resources, goods and services.


Within the context of trade in classical civilizations, the student will define and describe the terms resources, goods, and services. Then, the student will describe trade patterns (what goods and services a country trades, with whom, and in what direction) of at least one classical civilization and how the trade patterns influenced the movement of resources, goods, and services.

DOK Ceiling 3




Ancient Greek, Roman, and/or Chinese trade routes, traded goods and services, maps of trade, natural resources

Assessment boundaries: Focus on ancient Greece, Rome, and China.

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Grades 6-8 World History World History 6-8.WH.3.EC.B



MLS Explain how standardization impacts the stability of a civilization.


The student will define and explain the term standardization. Focusing on economic standardization, the student will investigate a classical civilization and draw conclusions as to how standardization (such as currency, weights, and measures) affects the early stability (ability to remain unchanged over time) of a society.

DOK Ceiling 3




Taxes, tariffs, currency

Roman currency

Qin Shihuangdi and the Qin Dynasty

As trade routes grew, needed standard measurement for weighing goods

Assessment boundaries: Focus on standardization in ancient Greece, Rome, and China.

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Grades 6-8 World History World History 6-8.WH.3.EC.C



MLS Explain how political and economic stability affects the well-being of individuals and society.


The student will describe and differentiate between political stability and economic stability. Focusing on political and economic systems, the student will investigate at least one classical civilization (ancient Greece or ancient Rome) to determine what factors contribute to and/or deter the well-being of individuals and society. Then, the student will describe how political stability and economic stability (stable prices and sustainable growth) affect the well-being of individuals and society.

DOK Ceiling 3



Content may contain, but is not limited to: Case studies: Greece, Rome, Byzantium, Persia, Qin/Han China, Gupta India Political stability:

Individual safety and security

Consistent laws and expectations

Consistent enforcement of laws

Strong infrastructure Economic stability:

Consistence in sources of wealth

Steady income

Consistent supply of goods

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MLS Explain how inter-regional trade intensified the exchange of goods, ideas and people.


The student will define and describe the terms interregional trade, goods, and ideas. The student will select a region of focus during the Middle Ages and investigate its trade networks. Using these findings, the student will explain how interregional (trans-Saharan, Silk Road routes, Indian Ocean networks) trade intensified the exchange of goods, ideas, and people.

DOK Ceiling 3




Spread of religions (Christianity, Islam, Buddhism)

Spread of ideas (medicine, technology, political ideas)

Spread of people (migrations, slavery, trade routes)

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Strand People, Groups, and Cultures (World History prior to c. 1450)

MLS Explain the significance of monotheistic and polytheistic religions to the social and political order of early civilizations.


The student will define and provide examples of the terms monotheistic religions, polytheistic religions, social order, and political order. The student will select and investigate at least one civilization that practiced monotheism and one that practiced polytheism. Within the context of the belief system practices, the student will compare and contrast the social and political order of the civilization. Using these findings, the student will draw conclusions about the significance of monotheistic (one god) and polytheistic (multiple gods) religions to the social and political order of early civilizations.

DOK Ceiling 3




Progression of religions (e.g., polytheistic into Judaism)

Interactions between nations of different beliefs (e.g., Egypt and the Jews)

Social structures including priests and religious leaders

Relationship between political and belief systems in an early civilization (Mesopotamia, ancient Egypt, Indus River Valley, etc.)

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MLS Describe the origins, structure, and essential beliefs of Judaism, Hinduism, and Buddhism.


The student will investigate the origins of Judaism, Hinduism, and Buddhism. The student will examine the structure of Judaism, Hinduism, and Buddhism. Finally, the student will explain the beliefs of Judaism, Hinduism, and Buddhism.

DOK Ceiling 3



Content may include but is not limited to:

Primary source readings such as the Ten �ommandments, the Torah, �uddha’s teachings, and the Vedas

Compare and contrast the religions

Assessment boundaries:

Focus should be on Judaism, Hinduism, and Buddhism.

Assessment should include a prompt.

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Grades 6-8 World History World History 6-8.WH.2.PC.C



MLS Describe how the world view of social groups and institutions influence culture and define the position of the individual within various societies.


The student will define and describe the terms social groups, institutions, and culture. The student will select at least two early civilizations and research their social groups and institutions, in order to determine their world view (a particular philosophy of life or conception of the world). The student will use these findings to determine the influence of social groups and institutions on the greater culture. Then, the student will describe how the world view of social groups and institutions influence culture and define the position of the individual within various societies.

DOK Ceiling 3



Content may include, but is not limited to, fated positions in society, such as:

Caste systems

Roles of men, women, and/or children

Slave and master

Political leaders and civilians

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Grades 6-8 World History World History 6-8.WH.2.PC.D



MLS Analyze scientific, technological, intellectual, and artistic advancements to determine the legacy of the ancient civilizations.


The student will define the terms scientific advancements, technological advancements, intellectual advancements, artistic advancements, and legacy. The student will select and investigate at least two ancient civilizations, focusing on the various advancements of each, and providing multiple examples for each. Then, the student will use the findings to compare and contrast the advancements. Citing evidence, the student will explain the legacy of each civilization.

DOK Ceiling 3




Architectural and engineering examples: Ziggurats, Great Pyramids at Giza, the Hanging Gardens of Babylon, planned cities such as Mohenjo-Daro, etc.

Technological advances such as wheels, boats, transportation, architecture

Establishment of laws, governments, religions

Calendars, time, dates, counting systems, alphabets, languages

Paintings, sculptures, stories, etc.

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MLS Explain the significance of art, mythology, literature and philosophy to the culture and social order of classical civilizations.


The student will define the terms art, mythology, literature, philosophy, culture, and social order. The student will investigate at least two classical civilizations and identify examples of art, mythology, literature, and philosophy of each. The student will also describe the culture and social order of the civilizations. Finally, the student will draw conclusions about the role of art, mythology, literature, and philosophy within the context of culture and social order.

DOK Ceiling 3



Content may include, but is not limited to, determining how the following shaped the culture of a society:

Writings and philosophies of Socrates, Aristotle, and other ancient philosophers

Mythology of Greece and Rome

Art, architecture, literature, pottery

Homer, The Iliad, The Odyssey, etc.

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MLS Analyze scientific, technological, intellectual, and artistic advancements to determine the legacy of the classical civilizations.


The student will define the terms scientific advancements, technological advancements, intellectual advancements, artistic advancements, and legacy. The student will select and investigate at least two classical civilizations, focusing on the various advancements of each and providing multiple examples for each. Then, the student will use the findings to compare and contrast the advancements. Citing evidence, the student will explain the legacy of each civilization.

DOK Ceiling 3




Architecture/engineering: Parthenon, the Colosseum, aqueducts, statue of Zeus at Olympia, Greece, Temple of Artemis at Ephesus, Pantheon, Mausoleum at Halicarnassus, Colossus of Rhodes, Lighthouse at Alexandria, etc.

Art: statues, paintings, textiles

Philosophers: Socrates, Aristotle, etc.

Writings: Homer

Mythologies, stories, and legends

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MLS Analyze the extent and impact of cultural diffusion that results from empire building.


The student will define and describe the term cultural diffusion. The student will investigate at least one classical-period empire and the ways in which the empire was built. The student will also use the findings to draw conclusions about the role of cultural diffusion within the empire while it was being built.

DOK Ceiling 3




Empires: Alexander the Great, Roman Empire, Chinese dynasties, etc.

Spread of democratic, representative, and other government systems

Spread of religions

Spread of stories and other legends

Social structures

Games

Art

Architecture

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MLS From a historical perspective, explain the origin, structure, spread, and significant beliefs of Christianity.


The student will investigate the history of Christianity. Research will focus on its founding (Jesus, believers), structure (early Catholic Church and later Protestant churches), spread (conversion and growth), and core beliefs (Jesus as Savior, believers from all walks of life, etc.). The student will describe the relationship between the development of Christianity and the core beliefs.

DOK Ceiling 3




The evolution of �hristianity into “The �hurch” Roman reactions to Christianity

Spread of Christianity outside Roman Empire: syncretism

Origins in Judaism

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MLS Analyze scientific, technological, intellectual, and artistic advancements to determine the legacy of European, African and Mesoamerican civilizations.


The student will define the terms scientific advancements, technological advancements, intellectual advancements, artistic advancements, and legacy. The student will select and investigate the Middle Age societies of Europe, Africa, and Mesoamerica. The student will use the findings to identify the various advancements of each and will provide multiple examples for each. Then, the student will use the findings to compare and contrast the advancements. Citing evidence, the student will explain the legacy of societies in Europe, Africa, and Mesoamerica.

DOK Ceiling 3




African folktales, legends and stories

Music

Mayan calendar and counting systems

Religions (polytheism, Christianity, Islam, etc.)

Government systems

Art

Architecture

Transportation, trade, navigation, exploration

Literature

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MLS From a historical perspective, explain the origin, structure, spread, and significant beliefs of Islam.


The student will investigate the history of Islam. Research will focus on its founding (Muhammad, believers), structure (God, prophets, messengers, etc.), spread (conversion and growth, Crusades), and core beliefs (Five Pillars, Qur’an, etc.). The student will describe the relationship between the development of Islam and the core beliefs.

DOK Ceiling 3



Content may include, but is not limit to:

The Qur’an Spread of Islam

Reaction to Islam

The Five Pillars of Islam

The Crusades

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MLS Describe how the world view of individuals, social groups, and institutions change as a result of connections among regions.


The student will define the terms social groups and institutions. The student will examine specific examples of individuals, social groups, and institutions of various regions during the Middle Ages. Within this historical context, the student will explain how the worldview of individuals, social groups, and institutions were affected by various regional interactions.

DOK Ceiling 3




Spread of belief systems

Crusades

Trade

Conquering other nations

Expansion of technology

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MLS Analyze the causes and effects of the changing roles of class, ethnicity, race, gender and age on world cultures prior to c. 1450.


The student will define and describe the terms class, ethnicity, race, and gender. The student will investigate various groups during the Middle Ages and identify characteristics related to the roles of class, ethnicity, race, gender, and age during this time. Using these characteristics, the student will draw conclusions about the causes and effects of the changing roles.

DOK Ceiling 3

Item Format

Selected Response Constructed Response Technology Enhanced


Content may include, but is not limited to, tracing the evolution of:

Class: social structures, feudalism, “The Church” Ethnicity and race: trade expansion increased awareness of other ethnicities

Men, women, and children: roles and status (e.g., Women’s roles in !frica before and after European colonization)

Age: As people lived longer in society, the roles changed (e.g., worked longer, multiple generations, etc.)

Assessment boundary: Focus on the Middle Ages.

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Item Specifications - Social Studies - World History - Grades 6-8

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Transcript of Item Specifications - Social Studies - World History - Grades 6-8